Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation

被引：3

作者：

Pat-El, Ron J. ^{[1
]}

de Hoog, Natascha ^{[1
]}

Segers, Mien ^{[2
]}

Vedder, Paul ^{[3
]}

机构：

[1] Open Univ Netherlands, Fac Psychol, Dept Theory Methods & Stat, Valkenburgerweg 177, NL-6419 AT Heerlen, Netherlands

[2] Maastricht Univ, Sch Business & Econ, Dept Educ Res & Dev, Maastricht, Netherlands

[3] Leiden Univ, Dept Educ & Child Studies, Leiden, Netherlands

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2024年 / 83卷

关键词：

Assessment for Learning (AfL); Intrinsic motivation; Self-Determination Theory (SDT); Structural Equation Modeling (SEM); Educational Practices; FORMATIVE ASSESSMENT; PSYCHOLOGICAL NEEDS; SELF-REGULATION; FIT INDEXES; AUTONOMY; MODEL; TEACHERS; SUPPORT; SATISFACTION; COMPETENCE;

D O I：

10.1016/j.stueduc.2024.101420

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Does student perception of Assessment for Learning (AfL) predict intrinsic motivation and is this relation mediated by the fulfillment of the needs for autonomy, relatedness, and competence? A total of 1658 students from junior vocational high schools completed a questionnaire assessing intrinsic motivation, need fulfillment for autonomy, relatedness, and competence, and perceptions of AfL practices. Structural equation modelling (SEM) was used to test the multiple mediation model of intrinsic motivation predicted by AfL through basic need fulfillment. Results indicated that AfL positively predicted intrinsic motivation, and this relation was fully mediated by fulfillment of needs for competence and relatedness, but not for autonomy. Perceived scaffolding predicted the fulfillment of all three basic needs and emerged as the primary predictor of intrinsic motivation. These findings indicate that fostering competence and relatedness through AfL practices may enhance student motivation.

引用

页数：10

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